c. General Education Learning Outcome being sought as the Primary Designation. All benchmarks within a GELO must be supported.

Transcription

1 Hawai'i Community College General Education Course Designation Proposal Form unanimously approved by the HawCC Academic Senate, October 25, 2013 A. 1 Human Development course alpha course number course title course cross listing (if applicable) ~Fa B. Effective semester & year for entering students (ie, semester & year of implementation) c. General Education Learning Outcome being sought as the Primary Designation. All benchmarks within a GELO must be supported. Select 17. Areas of Knowledge - Social Sciences D. Based on the General Education Learning Outcome selected in C. (Primary Designation), list the specific course objectives and any relevant course learning outcomes that support each of the benchmarks in this GELO. Areas of Knowledge - Social Sciences - Utilize methods, perspectives and content of selected disciplines in the natural sciences, social sciences, and humanities. Benchmark Course Learning Outcomes Course Objectives (provide all that support the GELO benchmark) (may provide supporting explanation as needed, after each one) a. use the basic terminology of theories, structures or processes in the social sciences b. demonstrate an application of social science theories, principles or concepts to understanding one's self, family or community. c. systematically study human behavior using research methods of the social sciences. 1) Demonstrate an understanding of the various theories of human 1) Describe the main features of Behaviorism, Humanistic and development and behavior. Cognitive developmental theories. 2) Describe biological, cognitive, and psychosocial development for 2) Apply the level or stage of development--biologically, each lifespan period. cognitively, psychosocially, and morally to different age groups and be able to give specific examples of all four from infancy to old age. 4) Apply human development theories and concepts to personal, 3) Use a combination of several social science research methods to social, educational, and occupational experiences. investigate similarities and differences in human development across the lifespan. 4) ntegrate and apply knowledge and ideas to future careers in the social sciences. 3) nvestigate the existence of similarities, differences, and uniqueness 3) Use a combination of several social science research methods to in human development among individuals and their culture. investigate similarities and differences in human development across the lifespan.

2 E. List or describe examples of specific rigorous assignments/activities that are generally required to evaluate student learning for this course. Give the percentage of the course that is dedicated to each benchmark. Areas of Knowledge - Social Sciences - Utilize methods, perspectives and content of selected disciplines in the natural sciences, social sciences, and humanities. Benchmark Course LOs Class Activity/ Assignment %of Course a. use the basic terminology of 1) Demonstrate an understanding of the various theories of Students will demonstrate how theorists in the textbook (e.g.) theories, structures or processes of human development and behavior. Freud, Erickson, Piaget, others help them to understand the the natural sciences. 2) Describe biological, cognitive, and psychosocial characteristics of the seven major age groups through tests or development for each lifespan period. reflection papers. D b. demonstrate an application of 4) Apply human development theories and concepts to Students participate in 8-10 class discussions that lead to an social science theories, principles personal, social, educational, and occupational experiences. understanding of intergenerational family dynamics and or concepts to understanding needs of families in the community assessed by reflection one's self, family or community. papers and/or presentations in the class. 11 c. systematically study human 3) nvestigate the existence of similarities, differences, and Students will create questions for interviewing three different behavior using research methods uniqueness in human development among individuals and lifespan groups to determine similarities, differences, and of the social sciences. their culture. uniqueness in human development among individuals and their culture culminating in a review paper of 3-5 pages. F. Required Secondary Designation Critical Thinking Critical Thinking Part 1- Make informed decisions through analyzing and evaluating information (course student learning outcomes and course objectives). Choose one Critical Thinking Benchmark. For the one chosen, in that row, list the specific course objectives and any relevant course learning outcomes that support this Critical Thinking Benchmark. Benchmark Course Learning Outcomes Course Objectives (provide all that support the GELO benchmark) (may provide supporting explanation as needed, after each one) a. identify and analyze assumptions and underlying points of view Entertext Entertext relating to an issue or problem. b. formulate research questions that require descriptive and Entertext Entertext explanatory analyses. c. recognize and understand multiple modes of inquiry, including investigative methods based on observation and analysis.

3 d, evaluate a problem, distinguishing between relevant and irrelevant facts, opinions, assumptions, issues, values, and biases through the use of appropriate evidence. e. apply problem-solving techniques and skills, including the rules of logic and logical sequence. f. synthesize information from various sources, drawing appropriate conclusions. 1) Demonstrate an understanding of the various theories of human development and behavior. 2) Describe biological, cognitive, and psychosocial development for each lifespan period. 2) Students will apply the level or stage of development- biologically, cognitively, psychosocially, and morally to different age groups and be able to give specific examples of all four from infancy to old age. g. reflect upon and evaluate his/her thought processes, value systems, and worldviews in comparison to those of others. h. demonstrate the ability to combine elements that lead to new expressions and create new products. Critical Thinking Part 2 - Make informed decisions through analyzing and evaluating information (course learning outcomes and class activities or assignments). For the Critical Thinking Benchmark chosen, in that row, list or describe examples of rigorous assignments/activities that are generally required to evaluate student learning for this course. Give the percentage of the course that is dedicated to this benchmark. Benchmark Course LOs a. identify and analyze assumptions and underlying points ofview lent", text Entertext relating to an issue or problem. b. formulate research questions that require descriptive and explanatory analyses. Class Activity/ Assignment 0/0 of Course Ll

4 Attachment c. recognize 7b - 5/7/15 and understand multiple m0des of inquiry, including investigative methods based on observation and analysis. rnt.,t.x, rent.".xt e d. evaluate a problem, distinguishing between relevant and irrelevant facts, opinions, assumptions, issues, values, and biases through the use of appropriate evidence. e. apply problem-solving techniques and skills, including the rules of logic and logical sequence. rnt., t.xt rnt.".x, 10 f. synthesize information from various sources, drawing appropriate conclusions. g. reflect upon and evaluate his/her thought processes, value systems, and worldviews in comparison to those of others. 1) Demonstrate an understanding of the various theories of human development and behavior. 2) Describe biological, cognitive, and psychosocial development for each lifespan period. lent.' t.xt. 10 h. demonstrate the ability to combine elements that lead to new expressions and create new Ent.".x, rnt.".x, products. Students participate in 8-10 class discussions that lead to an understanding of intergenerational family dynamics and needs of families in the community assessed by reflection papers and/or class presentations. Students will create questions for interviewing three different lifespan groups to determine similarities, differences, and uniqueness in human development among individuals and their culture leading to a review paper of 3-5 pages. [Ent.".xt

5 G. Signature Page: GE Course Designation Proposal. : Human Development Areas of Knowledge - Social Sciences Course alpha/number/title Primary GELO Designation lzj lzj () e within the 1fz.-:r/L5 Da~ ( 4121-/15 rj/te. ;;///tj- Date Signature ofthe Academic Senate Chair Date Signature of the Vice Chancellor for Academic Affairs Save Form Print Form Date

6 Hawaii Community College Course Outline of Record _ Human Development The Course Outline of Record is verified to be accurate on L\-- 4 ZaS Curriculum Records Support Specialist COR - Human Development Page 1

7 1. Course alpha, course number. course title - Human Development 2. Course Description Concepts, issues, theories of human growth and development from conception to death. Focus on the inter-relational of physical cognitive, and psychosocial development of the individual throughout the life span. 3. Number of semester credits 3 4. Student learning outcomes Demonstrate an understanding of the various theories of human development and behavior. Describe biological, cognitive, and psychosocial development for each life-span period. nvestigate the existence of similarities, differences, and uniqueness in human development among individuals and their culture. Apply human development theories and concepts to personal, social, educational, and occupational experiences. 5. Course objectives Students will be able to: 1) Describe the main features of Behaviorism, Humanistic and Cognitive developmental theories. 2) Apply the level or stage ofdevelopment--biological, cognitively, psychosocially, and morally to different age groups and be able to give specific examples of all four from infancy to old age. 3) Utilize a combination of several social science research methods to investigate similarities and differences in human development across the lifespan. 4) ntegrate and apply knowledge and ideas which can be utilized in future careers in the social sciences. 6. nstructional methodology Lecture 7. Course Topics in outline form A. The field of Human Development 1. Basic Concepts 2. nfluences on Development B. Theory and Research. Major Theoretical Perspectives 2. Research Method~ C. Prenatal and Birth. 1. Genetics 2. Nature and Nurture D. nfants and Toddlers (0-3 yrs.). Physical Development 2. Cognitive Development 3. Psychosocial Development E. Early Childhood (3-6 yrs.) 1. Physical Development 2. Cognitive Development.SZica COR - Human Development Page 2

8 3. Psychosocial Development a. dentity/gender b. Moral Development F. Middle Childhood (6-12 yrs.) 1. Physical Development 2. Cognitive Development 3. Psychosocial Development a. dentity/gender b. Moral Development G. Adolescence (12-19 yrs.). Physical Development a.puberty 2. Cognitive Development 3. Psychosocial Development a. dentity/gender/sexuality b. Moral Development H. Early Adulthood (20-40 yrs.) 1. Physical Development 2. Cognitive Development 3. Psychosocial Development 4. Health and Well-Being 5. Moral Development. Middle Adulthood (40-60 yrs.) 1. Physical Changes 2. Cognitive Changes 3. Psychosocial Changes 4. Ethical ssues J. Late Adulthood (60-death) 1. Physical Changes 2. Cognitive Changes 3. Psychosocial Changes 4. Spirituality 5. Ethical ssues K. Death and Dying 1. Stages of Dying 2. llness 3. End-of-Life Decisions 8. Course prerequisites, Eng 21 or ESL 21 or placement in Eng 102; and Eng 22 or (ESL 22G and ESL 22W) or placement in Eng Course co-requisites None 10. Recommended prior coursework None COR - Human Development Page 3

9 Hawai'i Community College Course Articulation Status Within the University of Hawai'i System Person completing the form (please print): Trina Nahm-Mijo Date form completed: April Date the UH System Course Transfer Database (flttp://\vwh'. hawaii. edu/transferdatabase/li) was checked (use link to glossary for definitions of terms): April Hawai'i Community College course alpha, number and title: : Human Development For each campus with which the HawCC course is articulated,jill in the informationfor each row UH UH UH West Hon Kap Kaua'i Lee Univ. of Win Hilo Manoa O'ahu CC CC CC CC Maui College CC Mark with X all campuses with which the x x x x x x x x x course is articulated fapplicable, provide the equivalent course alpha/number DS PSY 220 fapplicable, indicate how the course is SSC. DS DS DS DS DS DS DS accepted (ie, Foundation Hallmark, GE, SUBL etc.) NOTES form approved by ad hoc GEe, ; unanimously approved by Academic Senate,

10 Hawai'i Community College Course Assessment Plan A complete assessment cycle is comprised ofthree steps:. Assessment Plan: de"elop an assessment plan for course(s) and submit for approval and publication. 11. Assessment Report and Action Plan: after gathering and enluating the assessment data, complete and submit the Assessment Report and Action Plan with budget requests mprovement Strategies: the Action Plan's implementation results are usedto complete the assessment cycle by making enhancements to the program, courses, curriculum, or the next assessment. An assessment cycle's duration depends upon the assessment strategy and the time needed to implement the resulting action plan and impro"ement strategy. r " , L:~:'!~~~~_~o/!.~'!.:~f..~'!.'!!!~'!.?!.~':'!!.:!!'!:L~~_:'!_~'!':.i!!~~l<:.:_~~!..~:..~'!!!..e..~s:._~~~~t!. : 1. Department or Program Name: Social Sciences Depending on the assessment focus, insert the department or program name, 2. Course Alpha, Number and Title:. : Human Development 3. The assessment's planned start date: Spring 2015 Approval and Review Route the assessment plan for approval after completing steps J through Jo. Submitted by: Date: 2/24/25 Department Chair Signature: ate: 2/24/15 Assessment Coordinator Signature: 1 Updated: